Civic EngagementIn my opinion, civic engagement can involve many things. It is more than just doing some service learning or some other job in the community. For many things like that, people do it because they have to. Rarely will you find people that are doing for no personal gain. That is why I believe finding someone who is truly engaged in their community and trying to make a difference is hard to find. A perfect example that we have discussed this semester is Paul Farmer. He went over and above what we would consider “Civic Engagement”. He did all his work with selflessness; with more concern of the needs and well being of those around him, rather than himself. He sacrificed so much to make the lives of others better. Also, we learned about the allegory of the cave. That once you have left the cave and seen the light, that it is now your responsibility to go back in and teach the others about what you have seen. We must not confuse that Service Learning and Civic Engagement are not the same thing. Not all service learning has a civic dimension, and not all civic engagement is service learning. It can be defined as actions designed to identify and address issues of public concern. It is these issues of public concern that make Civic Engagement so difficult to define because those concerns can vary in different communities. In my high school, in order to graduate, we were required to do 20 hours of community service. I thought it was a great way to get the students involved in the community, and hopefully continue with it after High School. Then they would understand what it means to be engaged and active in your community. A public concern that is present here in Chico, and we have been learning about this semester, is Sustainability. This is a perfect way to show Civic Engagement. There are many organizations and clubs extending out side the college, and is a great way to become involved in the community. These have all been great...

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...Philippine Normal University
12
A Module for CivicEngagement
This is a requirement for the completion of S-KAS 12: Civic Education under the guidance of Professor Rita B. Ruscoe
IV-16 BSE History
* Abines, Carla R.
* Abuda, Agapito
* Conge, Ma. Veronica
* Delbo, Vanessa V.
* Montecillo, Lady Katrine C.
* Rano, Teodylyn P.
MODULE
I. TITLE
Citizenship Workshop for CODYA
II. OBJECTIVES
At the end of the Workshop, the participants are expected to:
* Become aware of the socio-economic domain of citizenship;
* Possess basic candle making skills which will help them in their future needs; and
* Express their opinions towards equality among all citizens of the country through a freedom wall.
III. Target Participants
The target participant of this workshop is the:
* Cubao Organization of Deaf and Youth Adult (CODYA)
* Population of 20 participants
* Ages range from 16 -60
IV. Description of the Community
The Cubao Organization of Deaf and Youth Adult (CODYA), is a religious institution which aims to provide the deaf a sense of belongingness in the society.
Mission/ Vision
It aims to establish good rapport and partnership among, and between members of the federation, paving the way for their integration into the mainstream society and full equality and participation on all aspects of human endeavor.
It also visualizes improvement of the quality of life...

...SPEECH
Prepare a five (5) minutes speech to be presented to Administrators of Teachers’ Colleges to persuade them to include Civics in the curriculum in all teacher training programmes.
Welcome: good afternoon presidents, vice presidents and teacher it is great to have you all at our annual teachers’ forum. Today I will synthesize the administrators of the teachers’ colleges to reintroduce civics in the curriculum in the teacher training program.
What do you know about civics education?
Let me briefly define what civics education is. Civic Education in a democracy is education in self-government. Democratic self-government means that citizens are actively involved in their own governance; they do not just passively accept the dictums of others or acquiesce to the demands of others. As Aristotle put it in his Politics (c 340 BC), "If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be attained when all persons alike share in the government to the utmost." In other words, the ideals of democracy are most completely realized when every member of the political community shares in its governance.
Today many things have changed in society where children are concerned. The schools were seen as rigor and teachers were looked...

...active civicengagement and their participation in decision-making in organizations has attracted a lot of interest in recent times. Discuss the key issues that emerge in considering either children’s or young people's civicengagement, focusing on at least one particular site of engagement (for example, education, community, politics).
In the course of recent changes to the context and content of youth transitions the notion of citizenship has come to the fore as a means of discussing young people’s move into independent membership of society. Youth is an expansive moment, and young people moving towards social majority invariably feel the need for room to nurture and explore their emergent sense of themselves as individual people. However, children and young people are often seen as immature and lack of capability to participate in adult world, they have become semi-citizen overall. In this paper, I would like to discourse the different views of children and young people’s active civicengagement and their participation in decision-making in organizations. I will address Cohen’s (2005) two views of children in this paper, which is paternal and minor theory. I will also discuss the key issues that emerge in considering either children’s or young people’s civicengagement. Lastly, I will focus on the education engagement of children...

...involved into politics? Most of the states nowadays are considered democratic, which means they are ruled by the people or by representatives chosen by the people. The question is however, do people really know what is best for them and the state without any political education, or does democratic governance require civic education? In this essay I will argue that civic education is crucial for a democratic state to function well and its citizen to make right decisions. Firstly democracy will be defined, the importance of education will be outlined and a relation between the two will the drawn. Secondly civic education will be defined and it’s impacts on political personal opinions and importance of public decision will be shown. Thirdly it will be shown how classroom behaviour and class activities can teach us about the importance of debate and compromises. Then the issue of the youth will be tackled, its involvement in politics and the spread of information. Finally the arguments will be put together to once more show why civic education is necessary for a democracy. Concluding with the confirmation of the argument that states that a democratic governance does require civic education because through such education citizens learn about their government, and achieve a better understanding of the politics in general hence being able to make better decisions.
Democracy comes from the Greek words “demos”...

...This essay endeavors to discuss the connection between citizenship education and civic education. It will further look at whether there is a difference between the two or if they are the same. Lastly, the conclusion will be drawn.
Before going into a detailed discussion it is prudent to define the key words, that is , Civic education and Citizenship education respectively.
Civic Education is a broader field and therefore can be defined in many different ways depending on the orientation of the educators, time , place and dictates of the political regime in the country. Zambia Civic Education Association (2004:38) “Civic Education refers to the formal awareness of the country’s citizens about their moral and legal entitlements (rights), their expected moral and legal functions(duties) as well as the extent to which they can influence the utilization of national/public resources, monitor leadership legitimacy and take part in decision making (governance).”
Hamwiinga (2008:2) defines Civic Education as “an envisaged broader- based subject which relates to human beings and relationship with the natural, physical, social and cultural environment.”
According to UNDP (2004) “ Civic Education is learning for effective participation in democratic and development processes at both local and national levels”. This then implies that if the citizens have not learnt about...

...
Abstract
Employee engagement is the emotional commitment an employee shows for the organization and its goals (Kruse 2012). It can also be defined as the act of an employee being involved in, enthusiastic about and satisfied with his or her work (Seijts et al.., 2006). An engaged employee is one who actually cares and is passionate about his job and company goals. He or she does not work just to get a paycheck rather they work to ensure the organization’s goals are met.
An engaged employee brings new ideas on how to run the job, is willing to train or mentor other employees without necessarily being asked. The ultimate result of engagement is an organization committed to achieving excellent results in terms of company profits, customer satisfaction and employee loyalty. These employees will record reduced sick days and absenteeism and have increased operational performances leading to the organization’s higher profit growth.
When employees care and are engaged, they use discretionary effort. An example is when an IT technician will stay in late without being asked or an accountant filling in for front office personnel when they step out. Engagement is often headed by top rank leaders. An organization with aggressive leaders who encourage employees is likely to prosper as compared to one which has less engagement.
As Ben Simonton (2013), testifies there is a positive effect of...

...A Narrative Engagement
Hollis Rockwell
American Intercontinental University
English Composition 1
Shana Koh, PhD
February 20, 2011
Nichole and I met in August 2008 and instantly fell in love. I have been married twice before; however, this was a completely different kind of love. She and I were friends through and through and could talk about anything. After dating for a few months I believed she was the one for me. I began thinking of marriage right away, keeping my hopes and dreams silent in our relationship. The decision I was leaning toward was engagement, and I had a hefty amount of thinking to do before I “popped the question” so to speak.
After a brief introduction and short time dating, Nichole moved into my home with my two children and I. She also had a child from a previous relationship and we often referred to our situation as “his, hers, and ours” in terms of our children and possessions with a jest manner. When Nichole moved into my home, my children became much happier than they had been in previous years, and we were immediately inseparable. My daughter and Nichole would often do things together to establish a solid relationship, different from her previous step mother. Seeing the joy in my children’s faces when Nichole was in their presence was overwhelming at first and quickly resulted in an undying respect for this woman.
Days and weeks passed and our family became a solid unit and team. Nichole and I devoted...

...Britain experienced a period where the way activities were carried out was experiencing a big change; this period of time was known as the Industrial Revolution. However, the moral values and social customs remained the way they were and everyone strictly followed these values. In ‘The Importance of Being Ernest’, the main characters are all people from the upper class and therefore it is very important for them to abide by these rules in order for them to be seen as pure and have a high social status. In this essay, I will be discussing the norms of Victorian behavior and customs of Victorian marriage rituals and romance; and will be relating this to the events at the end of Act I of
Victorians took the issue of romance, courtship, engagement and marriage very seriously and strictly followed a set of rules in which a man can interact with a woman. The rules of the Victorian era regarding the interaction of a man and a woman were that a man and a woman were not allowed to communicate with each other unless introduced by a mutual friend or a family member. A woman was only allowed to talk to a man if another older woman was around. No physical contact was allowed between a man and a woman unless they were engaged. A woman was not allowed to flirt with a man through the use of words, but flirting with a fan was acceptable. These were one of the few rules that were set at the time. Towards the end of Act I, we will see many examples of where these rules are...